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Student/Faculty Connections in the Development of Teaching
Author(s) -
Koppenhaver Gary D.,
Blackburn Virginia L.,
Palan Kay M.,
Ravenscroft Sue,
Shrader Charles B.
Publication year - 2007
Publication title -
decision sciences journal of innovative education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.52
H-Index - 19
eISSN - 1540-4609
pISSN - 1540-4595
DOI - 10.1111/j.1540-4609.2007.00146.x
Subject(s) - class (philosophy) , mathematics education , psychology , medical education , instructional design , instructional development , teaching method , faculty development , computer science , pedagogy , professional development , medicine , artificial intelligence
This project directly involved students in two different models of instructional development. The first model was a Student Consultant program in which faculty selected from a menu of instructional services carried out by students. Typical services included attending class as impartial observers, soliciting feedback from other students on their learning experiences, videotaping class sessions, and evaluating course Web sites. The second model of instructional development was a program of student‐assisted teaching seminars for college faculty. Student Associates helped serve as panelists and facilitators. Assessments of attitudes toward teaching indicated that faculty members viewed both professors and students as collaborators in the classroom as a result of the seminar series.